Tag Archives: teenyoga

July 15, 2016 · 4:30 pm

Why Does Mindfulness Matter in Schools

07/15/16

Shanti_Generation_Educators

This is not an article about the neuroscience supporting mindful practices in schools. For that good stuff, click here and here.

Nor is this a treatise on the many ways mindful practices contribute to academic success. You can read about that here.

And click here for a well executed visual on the importance of mindful practices in the classroom.

I want to get down to the very basic foundation of mindfulness and why schools need mindful practices to flourish. It starts with a question:

What matters in education?

It’s a question I reflect on constantly and suggest every person spend some time thinking about whether you have children currently in school or not. What happens today in schools becomes the culture of society in the very near future. When I think critically about social culture today, it is painfully obvious that too many people did not learn, in their formative years, the social and emotional skills needed to navigate diversity and uphold democracy.

When we over focus on testing and standardize education, we often leave the individual needs of students out of the education process. What we now see asextracurricular (arts, music, physical education, mindfulness) are the very aspects of curriculum that make learning possible for many students because those activities meet the needs necessary for learning.

We know that children cannot learn well if they are hungry. We also know that students cannot engage well with information they do not care about. By taking away the aspects of curriculum that spark creativity and individual expression and movement and collaboration, we take away what students need to make progress in academics.

What matters in education? What matters in society?

Working backwards, what values do we collectively want to cultivate in society at large? Can we all agree that we want people to be more kind, compassionate and empathetic? Is it important to us all that citizens are skilled in problem solving and know how to weigh important decisions? Do we need more acceptance and understanding of difference? Do we care about inner and outer peace?

If you answered yes to any of those questions, you have made your own case for mindfulness is schools.

Mindful practices support a balanced inner life for students and teachers such that we can bring more balance, equity and consciousness to our relationships. Since every aspect of our lives are influenced by relationships; to self, others, society, it makes sense that an effective education would provide us many opportunities to cultivate strength in our ability to relate effectively.

Increased standardization of education has led some people to believe that better test scores and academic outcomes will arise from more time focused on testing. Critically thinking educators, researchers, legislators and parents know this is misguided.

The practices of mindfulness bring people back into focus in education. With people, comes back creativity, passion, spark and innovation.

Mindful practices, interwoven through the daily course of learning, support what matters most in education and society. We learn to move, breathe, think, and communicate with more grace, consciousness and intention.

SG-Mindful-Classroom-300x300

If YOU think mindfulness in schools is a cause worth supporting, please consider contributing to our SoulCycle fundraiser today. All funds raised will help deliver our new mindfulness program for teens in schools. Learn more here.

 

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April 15, 2016 · 1:11 am

Creative Imagery to Support Teen Mindfulness

April 14th, 2016

Peace Around the World

We are pleased to have our guest blogger, and favorite educator, Abby Wills, contributing to this week’s blog. Abby and her team at Shanti Generation have been steadfast with their drive and passion to promote the teaching of mindfulness to teens in our schools. In this week’s blog Abby shares with us some helpful techniques whether you are a teacher/educator, or are the parents of a teen, or simply want to hone your skills in being more mindful in your life. Shanti Generation is also looking to raise funds to support the mindfulness for teens project. So, please be sure to visit their site and show your support: https://www.crowdrise.com/ShantiGSoulCycle

Teen mindfulness practices work best when offered in context of the specific developmental needs of adolescence. It is not unusual for teens to feel anxious when beginning mindful practices. While visualization is not a traditional practice of mindfulness, the simple practice given here is supportive of the teen mindfulness process. Consider the chalkboard visualization as a scaffold to your teen mindfulness program. This visualization was born in response to young teens expressing their challenges with practicing mindfulness due to overactive minds.

Generally, I guide students to allow thoughts to come and go; to notice without judgement. With practice, many students are able to disengage from active thinking and simply watch the mind. However, for some teens, this practice can induce anxiety based on a belief that if they let go of thinking, they will forget important information. Teens have shared with me some of their mental habits of keeping constant checklists and ceaselessly reminding themselves to stay aware of particular aspects of their image or social status. To let all of that go, even for a moment, can feel threatening to their identity. Who am I without all of these thoughts? Who will I be if I don’t hold on to these thoughts? What will happen if I let these thoughts go?

The imagery of this visualization first allows students to unpack the contents of their minds, one thought at a time, and to get a visual overview of their thinking. Then, students can  experience that they are still intact even after imagining those thoughts dissolve.

This activity can be done seated cross-legged on the floor or in chairs. Check out our post here for tips on guiding your students into seated positions.

Chalkboard Visualization for Tweens and Teens

Close your eyes and enjoy a few slow, relaxing breaths. Inhale fully. Exhale, relax into your body.

Now, in your imagination, picture an old school type of black chalkboard with a metal frame and metal chalk tray. Imagine the chalkboard is very big, the size of an entire wall in a large classroom. The chalkboard is empty and clean.

In the chalk tray, picture several different colors of unused chalk; blue, green, white, yellow, pink, whatever colors you choose. For the next few minutes, imagine yourself writing or drawing pictures of your thoughts on the giant chalkboard. As a thought arises, put in on the board. Use as few or as many colors of chalk as you wish. 

You don’t need to try and find thoughts, simply write the thoughts that come naturally to your mind. 

Give a minute or two to continue the visualization. Give students reminders every 30 seconds to try and stay with the exercise.

Now, put the chalk down and step back. Take a look at your chalkboard. How full is it? How much space is there? Imagine beside you a bucket of warm, soapy water. Reach in a find a large sponge, When you are ready, start from the top of the chalkboard and begin to wipe the slate clean. Imagine all of the chalk colors streaming down the board as it becomes sparkling and clean.

Get more soapy water if you need it. Continue to wipe the board until it is completely empty and shining.

Step back again and observe how it feels to have a bit of space in your mind. As thoughts arise, see them come and see them go.

Use this visualization anytime you need to clear your mind and find a space of openness and peace.

If you would like to be a part of Shanti Generation’s mindfulness for teens project, please show your support by donating to their upcoming fundraiser as either a participant or donor. https://www.crowdrise.com/ShantiGSoulCycle

Abby Wills

Abby Wills, MA, E-RYT

Shanti Generation, Co-Founder, Program Director
Abby brings her passion for developmental education and deep respect for the tradition of yoga to her work guiding youth and teachers in contemplative arts. Abby’s approach is informed by studies in social justice and democratic education at Pacific Oaks College, as well as two decades of training in yoga.

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September 25, 2014 · 5:31 pm

Get Teens Talking About Mindfulness

September 25, 2014

TeensTalk_featured

Teens hear their peers’ voices and words in very different ways than they hear their parents and teachers. This is why getting teens to talk about their mindfulness experiences is a pivotal component of effective teen yoga classes.

I encourage teen yoga teachers to “get good” at facilitating potent group discussions. The benefits of the practices are enriched when teens dialogue about their challenges, goals, and achievements. Teens learn from each other’s shared experiences and get new ideas on how mindfulness can impact their lives.

Here are a few pointers to keep the discussion on track and democratic:

• Write main topics and inquiries on the board or chart paper for everyone’s reference.

• Set a time limit knowing you can always cut it short or extend, if needed.

• Pose a specific set of inquiries such as, “What if your partner is having a tough time balancing in a pose that is easy for you? What is more important: to support your partner or practice harder poses?” Then ask for volunteers to answer. Give a few moments for students to raise hands or signify their desire to respond.

• Resist the impulse to always call upon the first student who raises their hand, especially if it’s always the same student and his/her hand shoots up with an eager “oooooh, I know, I know.” For certain, eventually call upon that student, perhaps second or third. However, there is no surer way to a dead end discussion than to allow one voice to consistently set the tone or dominate the conversation. The eager student will learn by listening first to others ideas and letting those ideas integrate with their own. And, students who are more reticent to respond will be encouraged to do so if they feel they can enter in a more humble way.

• Keep on eye out for meek students who really do have something to share, but don’t raise their hand or signify their desire to participate. Pose the question, “does anyone who has not responded yet want to share an idea?” Make eye contact with students who have not yet shared. Give them the opening without necessarily calling out their names. Be sure to let students know that while you would love to hear from everyone, it is perfectly fine to participate as an observer and listener. Let them know that holding space for others is just as vital to community as sharing explicitly. This will help to both alleviate any pressure to respond that quieter students may feel and send a powerful message to students who always share, but have a difficult time listening.

• Limit your own commentary between students voices. In other words, you do not need to comment after every student shares! If a student shares an idea you find questionable or curious, try posing the question to the group for further discussion. For example, a student says, “I think if my partner isn’t as good at a pose as I am, I will tell them I am going to ask the teacher to be reassigned to a new partner because I really feel like practicing hard poses today.” I might respond, “Okay. Does anyone have a different idea on how to deal with that situation? How do you think your partner might feel if you said that to them?” Let the group respond. Teens hear feedback so much differently from peers than from teachers. As much as possible, guide teens to do the teaching themselves. You can guide a group of teens to water and let them show each other how to drink.

• Wrap up the discussion with your commentary including a brief review of main ideas shared, your own wisdom to fill in any open questions you feel compelled to expand on and an outlook for how this discussion bolsters their practice. “Okay, time to move on to our physical practice. This was a powerful discussion on how to support each other, when to ask for help and how to help your partner find their center. I’d like to add that I trust you all to be compassionate and empathetic in your responses to each other. You all know how good it feels when another person really listens to your needs. You get to be that kind of listener for your partner today. Listening is absolutely critical to a safe partner yoga practice.”

Abby Wills

Abby Wills, MA, E-RYT

Shanti Generation, Co-Founder, Program Director

Abby brings her passion for developmental education and deep respect for the tradition of yoga to her work guiding youth and teachers in contemplative arts. Abby’s approach is informed by studies in social justice and democratic education at Pacific Oaks College, as well as two decades of training in yoga.

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